Matematik ve Fen Öğretimine Yönelik Kaygı (MFÖK) Ölçeğinin Türkçe’ye Uyarlanması

Aytekin, Cahit; Türkmenoğlu, Hale; Arıkan, Nihat

doi:10.29299/kefad.2017.18.3.009

Cited by 7 publications

(5 citation statements)

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“…The sample group of the study consisted of 282 students studying in the basic education department of Erciyes University Ziya Eren Education Faculty. Anxiety Scale for Mathematics and Science Teaching, developed by Liu (2016) and adapted to Turkish by Aytekin, Türkmenoğlu & Arıkan (2017), and the personal information form prepared by the researcher were used in the study. Spss program was used to evaluate the findings.…”

Section: Methodsmentioning

confidence: 99%

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Anxiety Levels of Elementary School Teacher Candidates for Mathematics Teaching According to Different Variables

Turan¹,

Asal²

2020

Erciyes Journal of Education

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Purpose of the study is to investigate the anxiety levels of primary school students in mathematics teaching according to different variables. The sample group of the study consists of students studying in the basic education department of Erciyes University Faculty of Education. In the research, Anxiety Scale for Mathematics and Science Teaching developed by Liu in 2016 and adapted to Turkish in 2017 by Aytekin, Türkmenoğlu and Arıkan and personal information form prepared by the researcher were used. In order to reveal the comparison between the scores obtained from the scale, t test was used according to the gender variable and ANOVA test statistic was used according to the grade level and general weighted average variables. As a result of the study, it was concluded that anxiety levels of mathematics teaching the students differed according to the gender and grade level variable, but mathematics education anxiety levels did not change according to the general weighted grade point average. Based on the findings, it was concluded that female students' anxiety levels in mathematics education were higher than male students. According to the grade level variable, anxiety level of mathematics teaching was found to be higher in the pre-service teachers in the 3rd grade than the teacher candidates in the 2nd and 4th grade. teacher candidates' knowledge and conceptual learning in mathematics should be supported in relation to other courses conducted at different grade levels and in order to minimize differences in grade level related to mathematics teaching anxiety, teaching practices at each grade level should be given more space.

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Section: Methodsmentioning

confidence: 99%

“…Çalışma grubunun demografik özellikleri Tablo 1'de sunulmuştur. (Aytekin, Türkmenoğlu & Arıkan, 2017).…”

Section: çAlışma öRneklemiunclassified

Anxiety Levels of Elementary School Teacher Candidates for Mathematics Teaching According to Different Variables

Turan¹,

Asal²

2020

Erciyes Journal of Education

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“…In the studies conducted in Turkey, scale development studies for measuring science anxiety (Kağıtçı & Kurbanoğlu, 2013;Güzeller & Doğru, 2012;Sağır, 2014;Şimşek & Hamzaoğlu, 2023;Yıldırım, 2015) or adaptation of scales developed in different countries to Turkish (Aydın & Bulgan, 2017;Aytekin et al, 2017;Totan & Yavuz, 2009) were conducted. The development of these scales has contributed to the development of different studies.…”

Section: Rational Of Studymentioning

confidence: 99%

“…Şimşek and Hamzaoğlu (2023) carried out the anxiety scale development study (30item) for science course in the middle school. Aytekin et al (2017) adapted the anxiety scale (24-items) developed by Liu (2016) into Turkish by applying it to prospective science and mathematics teachers. Aydın and Bulgan (2017) adapted the scale prepared by Wren and Benson (2004) for test anxiety in children into Turkish.…”

Section: Introductionmentioning

confidence: 99%

Validity and reliability study of Turkish version of abbreviated science anxiety scale

İlhan,

İkikat

2024

Bayburt Eğitim Fakültesi Dergisi

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The aim of this study is to adapt “Abbreviated Science Anxiety Scale”(ASAS) developed by Megreya et al. (2021) to Turkish and to investigate the reliability and validity of Turkish-ASAS. In the adaptation study, some steps were determined and implemented. After the English-Turkish translation validity of ASAS was ensured, data were collected within the scope of the survey study for reliability and validity studies. The study group in the scale adaptation study are experts (teaching staff in science education, Science teacher, and English teacher) and 410 middle school students (Grade 5, 6, 7 and 8). After the descriptive statistics and item analysis were made, a exploratory and confirmatory factor analysis was performed to reveal the factor structure. The adaptation stage findings shows the two-factor structure of ASAS. These factors are “learning science anxiety” and “science evaluation anxiety”. Cronbach Alpha reliability coefficient for ASAS-Turkish was calculated as 0.703. As in the original scale, ASAS-Turkish is a 5-point Likert type scale and consisting of 9 items. The results show that ASAS-Turkish is a short, valid and reliable tool. Low scores on the ASAS indicate low anxiety and high scores indicate high anxiety. It can be used to guide and enhance scientific study.

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“…In this context, studies were conducted about teachers/pre-service teachers'; mathematics teaching anxiety and mathematics anxiety (Brown, Westenskow & Moyer-Packenham, 2011;Gresham, 2010), learning/teaching styles (Stevens, 2010), genders (Peker & Halat, 2008) , mathematics/mathematics teaching self-efficacy perceptions (Ural, 2015), mathematics teaching/learning beliefs (Peker & Ulu, 2018), mathematical values (Yazıcı, Peker, Ertekin & Dilmaç, 2011), learning environment (McMinn, 2019), micro-teaching (Fadlelmula, 2013), teaching experiences (Brown, Westenskow & Moyer-Packenham, 2011), mathematical thinking (Yorulmaz, Altıntaş & Sidekli, 2017), metacognitive awareness (Öztürk & Serin, 2020) and technology usage (Zengin, 2017). Additionally, scale development (Liu, 2016;Peker, 2006;Sarı, 2014) and adaptation studies (Aytekin, Türkmenoğlu, & Arıkan, 2017;Hunt & Sarı, 2019) for mathematics teaching anxiety are among the studies conducted. It is predicted that the examination of the mentioned studies in terms of both quantity and quality will create a road map for new studies in this field.…”

Section: Introductionmentioning

confidence: 99%

Thematic Analysis of Studies on Mathematics Teaching Anxiety

Cantimer¹

2021

IJPES

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The aim of this study is to examine studies on mathematics teaching anxiety thematically. For this purpose, 44 research articles on mathematics teaching anxiety published between 2000-2020 were examined. Studies were collected through document review and evaluated in terms of publication year, sample type, method, data collection tools, purpose and results. The data obtained was analyzed with the method of content analysis and presented in tables and graphs together with their frequencies. As a result of the study, it was determined that the most studies on mathematics teaching anxiety were conducted between 2018-2020, more studies were carried out with pre-service teachers, quantitative research methods were used more, and scale was mostly preferred as a measurement tool. The differences and similarities between the studies were determined by their purposes and results, and suggestions were made for further studies.

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Matematik ve Fen Öğretimine Yönelik Kaygı (MFÖK) Ölçeğinin Türkçe’ye Uyarlanması

Cited by 7 publications

References 0 publications

Anxiety Levels of Elementary School Teacher Candidates for Mathematics Teaching According to Different Variables

Anxiety Levels of Elementary School Teacher Candidates for Mathematics Teaching According to Different Variables

Validity and reliability study of Turkish version of abbreviated science anxiety scale

Thematic Analysis of Studies on Mathematics Teaching Anxiety

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